SIS News Germany - SIS Swiss International School

SIS News
Germany
Summer 2015_History Comes Alive
Table of content
Editorial   _3
News   _4
Success Stories   _8
SIS under Construction   _10
On Learning   _12
SIS Friedrichshafen   _14
SIS Ingolstadt   _16
SIS Kassel   _18
SIS Regensburg   _20
SIS Stuttgart-Fellbach   _22
Design concept: dezember und juli gmbh
Concept, editing: Christina Heinisch, Ann-Christin Werner
Photos: Palma Fiacco, teams at SIS schools
Printing: Bechtel Druck
Circulation: 1.600
July 2015
Die SIS Swiss International School ist eine private Ganztagesschule, die vom Kindergarten bis zur Hochschulreife
führt. Mit durchgängig zweisprachigem Unterricht und Schulalltag in Deutsch und Englisch und deutschen sowie
internationalen Bildungsabschlüssen richtet sich die SIS an einheimische ebenso wie an international mobile
Familien. Die Pädagogik der SIS ist weltanschaulich unabhängig, baut jedoch auf klar definierte Grundwerte.
Die SIS betreibt Schulen in der Schweiz, in Deutschland und in Brasilien. SIS Swiss International School ist ein
Gemeinschaftsunternehmen der Kalaidos Bildungsgruppe Schweiz und der Klett Gruppe.
Die Klett Gruppe ist mit ihren 56 Unternehmen an 34 Standorten in 14 Ländern ein führendes Bildungsunternehmen in Europa. Das Angebot der Gruppe reicht vom klassischen Schulbuch bis zu modernen interaktiven
Lernhilfen, von Fachliteratur bis zur schönen Literatur. Darüber hinaus ist die Klett Gruppe der führende private
Anbieter von Bildungs- und Weiterbildungsdienstleistungen. Die 2.879 Mitarbeiter in den Unternehmen der Gruppe erwirtschafteten im Jahr 2014 einen Umsatz von 459,9 Millionen Euro. Weitere Informationen finden Sie im
Internet unter www.klett-gruppe.de.
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Kalaidos ist eine führende Bildungsgruppe mit umfassender Auswahl an bedürfnisgerechten Bildungsangeboten
auf allen Bildungsstufen. Die Kalaidos Bildungsgruppe ist eigentümergeführt und in der Schweiz und international
tätig. Menschen in allen Lebensphasen und mit unterschiedlichem Bildungshintergrund sowie Institutionen jeglicher Größe zählen zu den Kunden von Unternehmen der Kalaidos Bildungsgruppe. Weitere Informationen unter
www.kalaidos.ch
Editorial
Dear readers,
What is the reason for one of Europe’s oldest public museums to be located in Kassel?
Why are there living quarters on stilts in the Lake of Constance? To comprehend the world
the way it presents itself today, we need to look back at the past. This applies equally if we
aim to make sense of current events such as the tragic incidents involving refugees in the
Mediterranean and the challenges surrounding the stability of the euro. They can only be
understood in their full complexity if we are aware of their respective historical background.
These examples highlight the importance of history as a school subject, and its role in
helping our students develop into well informed individuals who reflect upon the events
happening around them.
For many years, learning history was perceived as dry and boring, focusing on the memorization of dates and historical facts. In a more current approach to the teaching of history,
lessons are centered on reflecting on these historical facts and on determining how they
give students orientation in their daily lives. In this issue of SIS News Germany, entitled
“History Comes Alive”, we hope to show how SIS strives to put this modern teaching concept into practice. On the following pages, you will read about the creativity and variety of
methods teachers employ to inspire their students to explore past events with enthusiasm.
As we all know from personal experience, an enjoyable learning process is vital to achieving educational goals: the more a subject matter appeals to us, the easier it is to engage
with. And when we actively participate in the learning process, and can relate the subject
matter directly to our own lives, we are more successful in the attempt to absorb, integrate
and retain new knowledge.
This motivates our teachers to link into our students’ interests. Depending on the specific
school location, teachers will use relics and other remnants of the past to make history a
hands-on experience – in the truest sense of the word. Historical findings at a construction
site for a new school building or medieval architecture located directly opposite our own
front door are used as building blocks to embed these in a bigger historical picture which
is true to our principle “international education – local insight.” Following this approach,
our teachers succeed in nurturing even our youngest students’ natural curiosity for the
past, igniting an early and lasting interest in local and global history thereby laying the
foundation for further study and future application. It is clear that by analysing past events
we can learn to recognise recurring processes and mechanisms – thus acquiring abilities
that allow us to better judge current developments, to learn from the mistakes of previous
generations, and to contribute to shaping the future.
Against this background, I would like to conclude with a quote from Theodore Roosevelt:
“I believe that the more you know about the past, the better you are prepared for the
future.”
I hope that you will enjoy reading the (hi)stories in this issue of SIS News Germany .
Ann-Christin Werner, CEO
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News
SIS Germany
SIS Germany is growing steadily; around 770 students now attend our schools in
Friedrichs­hafen, Ingolstadt, Kassel, Regensburg and Stuttgart-Fellbach.
SIS Friedrichshafen
SIS Friedrichshafen currently has a total of 140 students enrolled in preschool, primary and
secondary school.
Can Maths Be a Fun Subject?
It can! The evidence was provided during our Math Days where we saw a lot of action,
highly focused students, amazement and excitement. In primary school, the activities
centered on areas such as word problems, shapes and patterns, which seem to pose a
greater challenge to our students. In secondary school, we prepared special packets for
each student with assignments and work sheets in the areas of fractions, algebra, circles
and coordinate geometry. Games like Maths Olympics and “Who wants to be a millionaire”
where the students had to solve mathematical questions in a group were challenging and
fun at the same time!
Topping-out Ceremony
The transformation of a former military building into our new schoolhouse proceeds
quickly so that it was time for the topping-out ceremony. In mid-April, construction workers, craftsmen and architects were invited to celebrate the topping-out with the traditional
evergreen tree and the toast.
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SIS Ingolstadt
Currently there are 137 students enrolled in our preschool, primary and secondary school.
IB World School!
During the first months of the school year, we were busy preparing for authorization to run the
IB Diploma Programme. In May, two IBO representatives visited the school to verify that the
IB’s educational principles and required standards and practices are in place at our school
and that SIS Ingolstadt is prepared to become an IB World School. And we are prepared:
Starting with the school year 2015/16, SIS Ingolstadt will be an IB World School and allowed
to offer its students the IB Diploma Programme in grades 11 and 12! (see also page 8)
F.l.t.r.: Pamela BradleyHöllering, Head of Secondary
School SIS Ingolstadt; Barbara Stefanics and Helene
Bendorff Kristensen, IBO
representatives; Tim Kaboth,
IB Diploma Coordinator
SIS Ingolstadt
You Need an Idea – World Book Day in Grade 4
“On Tuesday, 12 May 2015, we went to Westpark with two teachers to visit Hugendubel for
World Book Day. There, a lady told us what you need to make a book or how a book is built.
The most important thing you need for a book is an idea. When you have an idea to make a
book, you need a big paper, then fold it and put a rope in the middle of the book. When she
had told us all about the book and how to build it, she showed us a room where they get
the books. Then she gave us all the same book for free as well as a pencil, a rubber and a
notepad. We said thank you and walked back to school. It was a good trip!” Niclas, grade 4
SIS Kassel
SIS Kassel opened its doors in September 2014 and has now a total enrolment of 49 students in the reception class, in grade 1 as well as in a class combining grades 2 and 3 of
primary school.
Mother’s Day Café
A few days early but no less successful, the students and teachers of SIS Kassel organised
a Mother’s Day Café at the beginning of May. All SIS Kassel mothers were invited and the
students had been busy with preparation the entire week. During the art lessons, they were
decorating gift bags, during language classes they wrote gift certificates and the science
lessons were used to bake cookies and muffins. It goes without saying that the mothers
were really happy and impressed with their children and the gifts they received. To round
up a successful afternoon, the children also performed some songs for their mothers.
Everybody left school with a big smile!
Reception Class Goes Climbing
We are in the lucky position to be located very close to a climbing hall. Only a three minute
walk and our reception students are right in the middle of the climbing hall. In order to
really get a feeling for climbing, the students will be making several trips to the climbing
hall. They are always guided by on-site trainers and report that they have been enjoying
this experience so far.
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News
SIS Regensburg
SIS Regensburg now has a total enrolment of 119 students in the bilingual preschool,
primary and secondary school and the English-speaking primary and secondary school.
PYP and DP Accreditation
We are happy to announce that SIS Regensburg is now accredited by the International
Baccalaureate Organization (IBO) to run the Primary Years Programme (PYP) in our English-speaking Primary School and the International Baccalaureate (IB) Diploma Programme
in our bilingual Secondary School to be offered in grades 11 and 12 starting with the school
year 2015/16! (see also page 8)
Fourth Night of Poetry and Recital
In mid-June, we invited parents and guests to our fourth poetry night. The students of
grades 5 to 8 entertained our guests with texts about the four elements of fire, water, air
and earth. It was an impressing demonstration of what our students have learned during
their performing arts lessons!
SIS Stuttgart-Fellbach
322 students are currently enrolled at SIS Stuttgart-Fellbach in preschool, primary and
secondary school.
Public Debating
We started a new event series called “Talk in the Auditorium” which aims at providing
opportunities for our students to learn to argue and publicly take a stand on important and
interesting topics. The debate was held in English and our students had the opportunity to
demonstrate their impressive lanugage skills.
Our first debate took place in March 2015. Students from grade 11 had prepared for the
debate on “Climate Changes: Causes and Consequences” which was attended by many
secondary school students and their teachers. Students generally enjoyed the debate and
found it interesting and informative.
Assemblies in Primary School
Our weekly assembly in primary school has become one of the many highlights of the
school week for our students. Throughout the year we have been singing together, learning
new songs, performing on the stage and acknowledging student success and participation in the Antonlin reading programme. In March, the grade 3 students performed during
the assembly using musical instruments.
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SIS Switzerland
Opening of Secondary School at SIS Rotkreuz-Zug
Our school in Central Switzerland is growing remarkably. In 2012, SIS Rotkreuz-Zug
opened with 27 students in kindergarten and primary classes, today around 90 students
are enrolled. In the upcoming academic year, we will open the first bilingual secondary
school in the region.
In August 2014, the school moved into a specifically designed building offering a library
and specialist rooms for science, music, arts and crafts which compliment the well-lit
general classrooms. The school is further equipped with spacious playgrounds and a
basketball court.
SIS Brazil
Escola Suíço-Brasileira by SIS becomes a PASCH School
In April, Consul General Harald Klein, Germany’s representative in Rio de Janeiro, handed
over the PASCH Sign to the Escola Suíço-Brasileira Rio de Janeiro by SIS Swiss International School, during a ceremony held at the school’s premises. The abbreviation “PASCH”
stands for “Schools – Partner for the Future” and is an initiative of the German Foreign
Office. The Escola Suíço-Brasileira Rio de Janeiro by SIS is now an official partner school
of the German government and will be more involved in exchange programs for students
and professional development for teachers.
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Success Stories
SIS Regensburg and SIS Ingolstadt
are IB World Schools!
Verena Simpson, Regional Manager
SIS Swiss International School Regensburg and SIS Swiss International School Ingolstadt
were accredited as IB World Schools by the International Baccalaureate Organization (IBO)
in April respectively June 2015 and are now entitled to offer the International Baccalaureate (IB) Diploma Programme. The students of both schools will now be able to graduate
with the German Abitur and may also obtain the IB Diploma as an additional option. The
preparation for the IB Diploma is integrated into the preparation for the Abitur in grades
11 and 12. Only a few schools in Germany offer this challenging combination of the two
programmes, which is a distinctive feature of the SIS profile. “With the IB Diploma, our
students obtain an internationally recognised university entrance qualification which is an
excellent preparation in particular for university studies in English-speaking countries”,
explains SIS Ingolstadt’s principal Robert Parr.
Primary Years Programme Accreditation
In January 2015, SIS Regensburg was accredited by the International Baccalaureate
Organization to offer the Primary Years Programme (PYP) in grades 1 to 4 of the Englishspeaking Primary School. The PYP aims at educating students to become committed and
empathetic individuals who play an active part in their learning process and enjoy learning.
They demonstrate respect towards themselves and others and become active participants
in the world around them. The PYP focuses on the development of the whole child both
within and beyond the classroom.
Distinctive Features of the IB Diploma Programme
The IB Diploma Programme is a rigorous academic programme which allows students to
flourish physically, intellectually, emotionally and ethically. In addition to the academic subjects, three distinctive features are characteristic for the Diploma Programme: The mandatory core component CAS (creativity, action and service) ensures that students engage
in arts, sports and social services. The subject theory of knowledge teaches students to
develop a way of independent and critical thinking and explore the nature of knowledge.
The extended essay allows students to learn and apply the methods of academic writing
and research.
Detailed Documentation and Extensive Preparations
The authorization process for the IB Diploma Programme started for SIS Regensburg and
SIS Ingolstadt with an intense preparation phase of two years, the so called candidacy
phase, which involved parents, students and teachers. Guided by their IB Diploma Programme Coordinator, the teams of DP teachers at both schools first had to take a close
look at the content and the requirements of the IB Diploma Programme. Once the standards for the programme were clear to everyone, they had to be put into practice. This
required developing school policies, for example in the areas of assessment, academic
honesty and admission, as well as planning the courses for grades 11 and 12 in terms of
content and assessment requirements. Aspects of theory of knowledge, the IB learner
profile and international mindedness had to be included in each subject which makes the
Diploma Programme unique. A challenge was to merge the requirements of the IB Diploma
Programme with the requirements of the curriculum for Bavarian secondary schools (Gymnasium) and to use as many synergies of the two programmes as possible.
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In order to make the work transparent, students as well as parents were informed throughout the preparation process with frequent IB DP student assemblies and parent info evenings or meetings. The hard work and extensive preparations culminated in the verification
visits: Two IBO representatives spent two days at the schools in Regensburg and Ingolstadt in order to gain a comprehensive insight into the daily school operations including
classroom observations of future IB DP teachers. The purpose of the verification visit was
for the team to see if the two schools meet the expectations of the IB Diploma Programme
in the areas of philosophy, organisation and curriculum. Furthermore, they checked on the
implementation of the detailed documentation, which the schools were required to submit
at the beginning of the candidacy phase as well as some months before the verification
visit. The visits were a very intense yet positive experience for both school communities,
who are thrilled and proud to be IB World Schools!
“Wonderful Experience”
And this is how one of the SIS Regensburg students experienced the verification visit:
“We had a wonderful experience with two of the friendliest ladies from the IB Diploma
Programme. They came to visit us in order to evaluate our school to see whether we were
qualified for the IB Diploma Programme. These ladies got to know us as we showed them
our school. While walking through the school, we were surprised how kind and welcoming
these ladies were. Throughout those two days, they visited us in three of our main language
classes included in our future Diploma Programme (DP): English, German, and Spanish.
On the second day we had a discussion about what being an IB student would mean to
us. We were asked questions such as ‘What does the DP mean for you and your future?’
or ‘If you had the option to change one of the offered classes in the DP, which ones would
you change and why?’ as well as ‘Which IB learner profile aspect is more important to you
and why?’ We replied with reflected answers, which included our opinions and beliefs. At
the end of our conversation, we were asked if we had any questions for them and one of
the students asked what they thought of us. Their response was that we, as potential IB
Diploma students, closely resemble the larger IB student profile.” Elina Gibert, grade 10
Congratulationí
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SIS under Construction
Discovery of WW II Relics in Fallenbrunnen
Stefanie Hausmann, Principal SIS Friedrichshafen
Learning and understanding history revolves around the research, comprehension and
interpretation of sources which entails a vital part of our history lessons in secondary
school. Historical sources come in a wide variety of styles and formats, and are generally
divided by historians into two types – primary and secondary. A source is anything that
has been left behind from the past, for example a document, a letter, a building, a picture,
or in our case a World War II helmet.
SIS Friedrichshafen is going to move into a new schoolhouse in the Fallenbrunnen area in
the northwest of Friedrichshafen. During the construction work at Fallenbrunnen, where
our new schoolyard is being built, a sensational discovery was made. A steel closet was
found about two meters underground filled with several World War II helmets as well as
other unidentifiable objects. “These helmets that have been found have their own history,
which man will not find out, but they have experienced so much hate. All hope that something so horrible will never happen again.” Lea, grade 8
This discovery of course, is the best primary source any history teacher can wish for. In
grade 9, the Nazi regime and World War II are the main topics of study. Understanding
the history of our future school building and being able to see and touch a real relic of this
dreadful time, provides a lasting impression and therefore, the ultimate learning experience. “Maybe the helmet that was found was used in a battle and saved a soldier’s life […]
Maybe the wearer was a youth like I am, that unfortunately had to be in the front, no family
and only more of the dreadful war. Or a commanding officer wore it, who had experienced
the worst. I wish that this helmet could speak, so that the mystery of the wearer would be
revealed.” Merlin, grade 8
These helmets were validated by written reports that we were able to find in the city’s
historical archive. We learned that already in 1933, General Freiherr Kurt von Hammerstein-Equord presented the Minister of Defence Freiherr Kurt von Schleicher with a plan
for establishing various new barracks throughout Germany for the strategic protection
of the air force and armaments industries. Some of these barracks were planned to
be built in Friedrichshafen, due to it being the location of important companies such
as the Dornier Metallbauten GmbH, Luftschiffbau Zeppelin GmbH, Zahnradfabrik Friedrichshafen AG, and Maybach Motorenbau GmbH, which all represented easy targets
for German enemies.
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In December 1936, Colonel von Heilingbrunner decided on the area between Windhag,
Schnetzenhausen and Friedrichshafen, today known as the Fallenbrunnen. In March 1937,
negotiations between the Deutsche Reich, the city of Friedrichshafen as well as local farmers and land owners were concluded. The barracks were erected between 1937 and 1943.
Once the first building was completed, Captain Wilhelm Surwald moved in with about
1.250 soldiers and 30 officers. On 26 August 1939, six days before the attack on Poland,
the mobilization lead to an increase in the number of soldiers in the area and the upgrade
to the “heavy reserve flak department” which was equipped with heavy artilleries, antiaircraft defense canons and aircraft detection systems.
In 1945, most of the barracks were bombed and destroyed. In 1946, the French took over
the quarters, rebuilding and renovating several of the bombed buildings.
Overall, we learned that the flak barracks of the past, now the site of our new school building in the future, were not able to fulfill their purpose of providing protection to the air force
and armaments industries during WW II. If this was a positive or negative outcome and
the many effects that went along with this development, will certainly be evaluated in the
history lessons to come!
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On Learning
The Teaching of History and its Significance
for Our Students’ Education
Roswitha Anderson, Pedagogical Quality Development
The teaching of history as a required subject of study in both the German and international
educational programmes contributes significantly in educating our students to become
knowledgeable, critical and reflective citizens. To gain an understanding on how historical
forces played out across the continuum of time affecting our lives today makes history
relevant to our students.
History teachers today creatively and consciously adapt their approach and the methodology of teaching to support the implementation of the goals of history lessons. Some of
these are described in the following:
Create and Develop a Sense of Historical Awareness
Students need to become aware that their lives today have been shaped by forces and
events not only originating in the present but also in the past. They are to understand the
nature of time and space in its historical dimension, thereby gaining an overview of how
and why things unfolded the way they did. The teaching of French in the schools in the
southern part of Germany, the issues surrounding the euro stability, the Ukraine conflict
and many others are hardly understood without looking at the past in an attempt to gain a
deeper understanding of today.
Understand the Past and Learn from the Mistakes Made
Although it is a well known saying that history does not repeat itself and human beings
are therefore not likely to be confronted with exactly the same situation twice, it is important for students to gain knowledge of repeatedly played out mechanisms and processes
underlying historical events (e.g. sense of identity, economic stability, search for power).
This knowledge coupled with analytical skills and the competence to apply these to the
assessment of and reaction to politically, economically or culturally important and sensitive situations today are needed tools adressing the challenges presented.
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Develop Independent and Critical Thinking
In today’s world marked by complexity and overload of information, it has become increasingly important to assess information in order to gain a more objective picture of any political event or situation. This requires competences involving the evaluation of sources, the
filtering of data and assessment of facts and figures through a critical lense.
Develop Understanding about Interconnectedness
between Local and Global Players
In today’s globalized world, it has become essential to think in the dimensions of the “bigger picture”. Students need to be trained looking at issues from multiple perspectives
considering all parties involved which often goes beyond their own community or even
national borders. The consideration of different perspectives when confronted with difficult political, economical, religious, or cultural issues also promotes tolerance, broadens
conflict solving strategies and prompts the students to reflect their own views and values
critically while appreciating pluralistic and democratic principles.
The national and cultural diversity not only on part of the teaching staff and the students
of SIS schools but also the International Baccalaureate Programme support the aim of
educating our students to become know­ledgeable, critical and reflective citizens.
The past and the present, local history and that of the wider world are interwoven on many
levels and the history teachers’ challenge is to make this intricate web accessible to students through experience, on-site field trips, teaching of facts, independent research and
opening the classroom to expert witnesses.
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SIS Friedrichshafen
Hands-on History Experiences
Stefanie Hausmann, Principal, Katharina Dreizler, Secondary School Teacher, and Students
I hear and I forget. I see and I remember. I do and I understand .
Confucius
T he only source of knowledge is experience.
Einstein
Teaching history today is a lot different from what it used to be. Memorizing facts and dates
surely still have a place in today’s history lesson, but providing students with experiences
related to history or letting them research on their own have become much more significant aspects in educating about past societies. Living in an area where various historical
epochs are still very much evident, it is a true pleasure to be able to provide students with
hands-on history experiences. A trip to the Pfahlbauten tells more about the early Stone
Age than any book or text can, while taking a guided tour through Überlingen, a prominent
medieval town which received the market rights from Emperor Frederick I called Barbarossa around 1180, will provide students with a clear idea about travel of kings, protection,
the establishment of guilds and town government as well as trade and economy during
those times.
Conveying background knowledge in the lesson and then taking students out to see and
experience the ‘real thing’ or letting them research on their own, has quite a different
impact on learning about history. This is how we learn history today.
Trip to the Pfahlbauten
Every school year, we plan several excursions or activities in each grade level to provide the
students with hands-on experiences for our history lessons. It is important that students
get a feel for how people lived and therefore how environmental, economical or political
conditions determined people’s lives. A trip to the Pfahlbauten is a must do visit in grade
6. We can observe there how difficult it was to make fire or to store food and how hard life
must have been. Back at the school, we prepared Stone Age porridge to understand about
nutrition. All our results were then collected in a Stone Age brochure and exhibited during
parents’ day. It is important that students are proud of the work they produce!
“At Pfahlbauten we went on a tour through the houses built on the water. They were very
cold but the tools from the people were very cool. After the tour we were shown how the
people in the Stone Age made fire.” Sophia Benz, grade 6
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History Project during Book Week: National Socialism in the Friedrichshafen Area
“During our book week, grade 9 started a project called ‘victims of National Socialism
in Friedrichshafen and the surrounding areas’. We worked on the following themes: the
resistance fighter Fridolin Endraß, the Goldbacher Stollen (labor camp in Überlingen), the
victims of euthanasia in the Liebenau Foundation in Tettnang, the Reichspogromnacht in
Konstanz and the victims of the forced labor in the labor camp in Friedrichshafen (today
the site of Zeppelin’s shipyard). I personally worked on the Goldbacher Stollen, which was
very exciting and interesting to learn about. However, it was also really sad and scary to
learn about how horrible it was for many people during this time. As part of this project,
we visited the Lake Constance library, where Dr Semmler, a very experienced and avid
historian, told us a lot about the various themes and informed us about important facts
from the National Socialism time period as well as about the ideology of National Socialism. Additionally, Ms. Siegmund, a librarian, showed us how to search for books relating
to this topic.
Next we worked on the exhibition of posters relating to the various themes, where one
could find information from the books as well as from our internet based research. We
built a really attractive and well decorated information wall where we also placed the books
which were used in our research. For viewers, it was worth their time to inform themselves
about the various themes through reading and taking note of our posters. I personally
really enjoyed this project during book week because it was very informative. I visited the
Goldbacher Stollen and from that experience, I was able to gain important impressions.”
Daniel Reiser, grade 9
How Did the Ancient Egyptians Build the Pyramids in Giza?
“In history class in grade 6, we tried to answer the question ‘how did the ancient Egyptians
build the pyramids in Giza?’ No one is really sure about the correct answer, so we set
ourselves the task of rebuilding the Pyramid of Cheops. Unfortunately, we had to size the
pyramid down to a much smaller scale, as 146.5 meters, which is the height of the Pyramid
of Cheops, is simply too big for our classroom. We started by creating lots of cubes, then
stacked them to create our pyramid. While doing this, we kept in mind how difficult it must
have been for the Egyptians in 2.600 BC to stack the cubes without the help of machines.
Their strong belief in a life after death must have given them the strength to accomplish
this unbelievable goal. Even though our pyramid in comparison is not such a big deal, our
class really enjoyed the project because we could work with our hands and were able to
be creative. We have to admit that we weren’t able to solve the mystery of the pyramids,
and we only have a faint idea on how it all worked, but we now have even greater respect
for those that build the ancient pyramids.” Nikita Ogarev, grade 6
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Nikita visiting the Egypt
pyramids during a holiday.
SIS Ingolstadt
Rescue, Research, Recreation:
The History of Kites
Tonja Stöger, Primary School Teacher
The windy weather we have been experiencing in Ingolstadt has given me a perfect opportunity to teach my grade 3 students about kites and to let them construct and fly their own.
Historical Aspects
Before getting down to the practical work, we talked about the origin of kites. I explained
that, though it is debated, the earliest known kites date back more than 2.000 years to
Shandong, the eastern-most province of China. Legend has it that a Chinese farmer tied a
string to his hat to keep it from blowing away in strong winds. The students thought it was
funny that kites could come from such a humble beginning.
Later, kites began to have more useful applications such as in war and surveillance activities. General Han Xin of the Han Dynasty flew a kite over the walls of a city he attacked.
In doing so he could measure how far his army would have to travel or tunnel to reach the
inside of the city and surprise the enemy. There is also evidence that emperors built kites
called “wooden black-eared kites” that were so strong they could even support the weight
of a soldier during observation or spying missions.
Scientific Research with Kites
When I asked the class to think of other reasons for people being interested in flying kites,
most of their responses centered around it being fun. I invited them to think a little harder
about how kites may have been useful before they were used as a toy. I told the students
to consider where we fly kites and to make a connection with the atmosphere. A thoughtful student made an association between a kite and the weather. I explained that in 1749
Alexander Wilson, a Scottish meteorologist, used a kite with a thermometer attached to
record temperatures at 3.000 feet. Then another student remembered Benjamin Franklin
and his famous experiment with electricity.
Source:
www.ctie.monash.edu.au
Ben Franklin was trying to prove that electricity existed within clouds. Around 1752,
with a kite made of a large silk handkerchief, two cross-sticks and a hemp tail, Franklin
approached a thunderstorm. He used silk instead of paper because it could withstand the
moisture which was sure to be part of the thunderstorm clouds. Sure enough, he observed
some loose threads of the hemp standing erect and avoiding one another as if they were
on a conductor. His experiment proved to be a success.
Source: Library of Congress www.loc.gov
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Source: Library of Congress www.loc.gov
Source: Library of Congress www.loc.gov
Experiments for Wing Warping
Another student stated that he thought the Wright brothers may have used a kite when
building the first airplanes. I explained that in order to test “wing warping”, the steering
and control technique for an airplane, the brothers built a biplane or a “box” kite. They
controlled the kite from the ground with four strings which were attached to the struts on
the wings and the parts were hinged so they could move. The other end of the string was
attached to two sticks used to guide the kite. By angling the strings in the same or opposite
directions they could move the kite right or left and raise or lower the tail moving it up or
down.
We Construct our Own Kite!
But enough of the history of kites! As soon as the students were well versed in the historical aspects of kites, it was time to begin construction. I decided to go for a simple design
so the children could make a kite by themselves. Materials were an important factor in my
planning. We had plenty of construction paper in the cabinet so a paper kite it was. When
I pulled out my sample kite, there were lots of “oohs” and “ahhs” and I knew the class was
motivated to get to work.
After some elementary folding instructions, we were ready to measure the small round
dowel to be attached to the nose of the kite adding some structure necessary during
flight. Usually, kites have some kind of tail and ours, of course, were no exception. We
used a hole-punch to put a nice clean perforation through the end of the tail and then we
fashioned it using recycled plastic shopping bags cut in a circular ring to give a coiled
spring-effect while in flight. For the finishing touches, the students used thin patterned
paper, markers and an array of sequins.
Flying kites depends on the weather so in the end all we had to do was wait for a breezy –
but not too gusty – day to go over to the park and test our creations.
17
SIS Kassel
(Kunst)Geschichte hautnah:
Ein Besuch im Fridericianum in Kassel
Sebastian Koch, Schulleiter
Eigentlich kennt man das Fridericianum nur von der alle fünf Jahre stattfindenden Kunstausstellung Documenta. Dass es sich bei dem Kasseler Museum um einen wichtigen
Ort der (Kunst)Geschichte handelt, fanden unsere Schülerinnen und Schüler bei einem
Besuch heraus.
Museum und Bibliothek
Das Fridericianum ist ein zentraler Ort der Gegenwartskunst in Kassel und öffnete bereits
1779 als eines der ersten öffentlichen Museen in Europa seine Pforten. Unter anderen
nutzten bekannte Persönlichkeiten, wie beispielsweise die Gebrüder Jacob und Wilhelm
Grimm, die Bibliothek des Fridericianums, bevor im Jahr 1955 Arnold Bode das Gebäude
zum Mittelpunkt der Documenta machte.
Der Besuch unserer Klasse 2/3 stand ganz unter dem Motto »Zutritt erlaubt! Das Fridericianum kennenlernen« und erster Treffpunkt mit dem pädagogischen Team des Museums
war die Straßenbahnhaltestelle Friedrichsplatz. Von hier ging es direkt zu dem Denkmal
von Landgraf Friedrich II. auf dem zugehörigen Friedrichsplatz vor dem Museum. Unsere
Museumsführerin Juliane Gallo hatte ein Portrait von Landgraf Friedrich II. in Uniform zur
Hand und unsere Schülerinnen und Schüler fanden heraus, unter welchen Umständen das
Fridericianum seinen heutigen Namen erhielt: Für die Kinder kaum vorstellbar, verkaufte
der Landgraf Soldaten an Großbritannien und ließ mit dem Erlös – sehr untypisch für diese
Zeit – das weltweit erste Museumsgebäude errichten.
Als nächstes erhielten wir einige Informationen über den so genannten Zwehrenturm. Dieser Turm am rechten hinteren Teil des Fridericianums ist der höchste Turm Kassels. Er
fungierte früher als Stadttor und Bauern bzw. Besucher der Stadt mussten dort ihre Waren
und ihr »Begehren« offen legen. Vor einem Einlass in die Stadt wurde man genau durchsucht und Waren mussten vorgezeigt werden. Eine seltsame Vorstellung für unsere Schülerinnen und Schüler: »Zum Glück besteht diese Regel heute nicht mehr«, stellte Charlotte
aus Klasse 3 schnell fest. »Ich hätte keine Lust, immer erst alles vorzuzeigen, bevor ich die
Stadt betreten darf!«
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Kunstwerke vor dem Museum …
Im Jahr 1982 ließ der bekannte Künstler Joseph Beuys 7.000 große Basaltsteine auf dem
Friedrichsplatz aufschütten, welche an Wiederaufbau erinnern sollten. Dieses Kunstwerk
wurde allerdings von älteren Generationen anders interpretiert, es erinnerte sie mehr an
Zerstörung. Der Künstler Joseph Beuys war ebenfalls für den Wahlspruch »Stadtverwaldung statt Stadtverwaltung« zuständig und sorgte im Rahmen der Documenta für die
Pflanzung von 7.000 Bäumen in ganz Kassel. Dieser Pflanzungsprozess dauerte fünf Jahre
und die Kinder erfuhren, dass die letzten Bäume erst nach dem Tod von Joseph Beuys
gepflanzt wurden.
… und im Museum
Mit diesen Vorabinformationen im Hinterkopf ging es anschließend in das eigentliche
Museum. Der erste Stock des Fridericianums war bis zur Zerstörung im Zweiten Weltkrieg
eine Bibliothek mit 100.000 Büchern, welche von den Gebrüdern Grimm zur Erforschung
der deutschen Sprache genutzt wurden. Weiterhin konnten wir uns einige der bekanntesten Documenta-Kunstwerke ansehen und vieles über die Künstler und ihre Kunstwerke
lernen.
Abschließend hatten wir die Möglichkeit, einige Kunstwerke aus aktuellen Ausstellungen
zu betrachten. Neben unterschiedlichen Bildern, einigen Kurzfilmen und verschiedenen
Installationen, lud eine riesige Leinwand zu interessanten Schattenspielen ein. An dieser
Stelle hatten die Kinder besonders großen Spaß und hätten gerne noch länger verweilt.
Wieder in der Schule angekommen, hatten alle Schülerinnen und Schüler verinnerlicht,
wie der Friedrichsplatz und das Museum Fridericianum zu ihren Namen gekommen waren.
»Landgraf Friedrich scheint schon ein interessanter und komischer Mensch gewesen
zu sein und ich werde jetzt immer an ihn denken, wenn ich hier am Friedrichsplatz bin«,
schlussfolgerte Luca aus Klasse 2.
Insgesamt war das ein spannender Ausflug mit vielen Informationen über die Geschichte
bzw. Kunstgeschichte Kassels.
19
SIS Regensburg
Von den Römern bis zum Mittelalter:
Geschichte erleben beim Schüleraustausch
Schülerinnen und Schüler der Klassen 7 und 8 und Philipp Sprongl, Lehrer Gymnasium
Geschichte reicht von der Urzeit bis zur heutigen Tageszeitung. Immer wieder stehen
Geschichtslehrerinnen und -lehrer vor der Frage, wie man einen historischen Sachverhalt
deutlich machen kann, ohne nur alte und verstaubte Relikte zu Rate zu ziehen. Insbesondere die in Marmor erstarrte Antike und das finstere Mittelalter, wie sie im Lehrplan für
die Klassenstufen 6 bis 8 vorgeschrieben sind, beide zudem reichlich durch Hollywood
und Abenteurerromane verklärt, bieten scheinbar relativ wenig, womit man Schülerinnen
und Schüler für das Fach Geschichte begeistern könnte. Dabei liegt mancher geschichtliche Zusammenhang zum Greifen nahe vor der eigenen Haustür. Das wiederum konnten
die Schülerinnen und Schüler der Klassenstufen 5 bis 7 der SIS Regensburg und der 6.
Klasse der SIS Friedrichshafen erleben, indem sie bei einem gegenseitigen Besuch in
Regensburg und Friedrichshafen Geschichte auf ganz besondere Art und Weise hautnah
kennenlernten.
Historische Stadtführung in Regensburg
Zu einem geschichtsträchtigen Schüleraustausch gehört nicht nur ein vielfältiges Besuchsprogramm. Vielmehr sollen die Schülerinnen und Schüler Erfahrungen sammeln, die den
Zusammenhalt untereinander stärken, sich gegenseitig kennenlernen und austauschen.
So stand nach der Anreise der Friedrichshafener Schülerinnen und Schüler erst einmal ein
gemeinsames Essen und Spiele auf dem Programm.
Am nächsten Morgen startete unser Geschichtsprogramm mit einer historischen Stadtführung. Während der Besichtigung des Regensburger Doms lernten die Schülerinnen
und Schüler verschiedene Heilige und ihre Legenden kennen. Bei einer Runde durch
die gesamte Altstadt wurden unterschiedliche Sagen und Legenden erzählt und viele
Sprichwörter erläutert. Die Führung endete an der Wurstkuchl, der ältesten Wurstbraterei
Deutschlands. Dort wurde die Gelegenheit genutzt, um eine Mittagspause zu machen.
Römer in Regensburg
Anschließend ging es weiter zum Historischen Museum am Dachauplatz, wo die Schülerinnen und Schüler an einer interaktiven Führung teilnehmen durften, bei der sie einen Überblick über die Entstehung und historische Entwicklung des römischen Staatswesens und
über die Ausbreitung der römischen Herrschaft und Zivilisation gewinnen sollten. Dabei
sollten die Schülerinnen und Schüler vor allem die Anfänge Roms, die römische Republik
als Gesellschaft mit ihren Machtverhältnissen und das Leben im römischen Reich kennenlernen. Da Regensburg als römisches Legionslager gegründet worden war, erprobten
sich die Schülerinnen und Schüler selbst als Architekten und rüsteten sich zu Legionären.
Welche Spiele die Legionäre gespielt haben, konnten sie selbst ausprobieren, und die
Erkenntnis, dass zu einigen Spielen doch mehr Geschick erforderlich ist als gedacht, lässt
die Geschichte doch interessanter erscheinen. In einer römischen Modenschau wurden
dann auch die Kleider der Zivilbevölkerung vorgestellt. In einem Schreib-Workshop konnten die Schülerinnen und Schüler im Anschluss verschiedene Schreibtechniken ausprobieren, die von den Römern genutzt wurden. Schließlich ist auch die heutige Tageszeitung
noch in lateinischen Buchstaben gedruckt.
20
Am nächsten Morgen hieß es Abschied nehmen – die Schülerinnen und Schüler der SIS
Regensburg und SIS Friedrichshafen tauschten am Bahnhof noch Kontakdaten aus und
verabschiedeten sich von ihren neu gewonnenen Freunden.
Gegenbesuch bei der SIS Friedrichshafen
Im darauffolgenden Schuljahr folgte der Gegenbesuch der Regensburger Schülerinnen
und Schüler in Friedrichshafen. Auch bei diesem Besuch stand das Fach Geschichte im
Mittelpunkt – neben dem Bodensee natürlich!
Das Konstanzer Konzil
Der Höhepunkt des Austauschs war ein Besuch des Konstanzer Konzils. Mit dem Wassertaxi ging es morgens über den Bodensee nach Konstanz und da das Konzil direkt am
Hafen lag, wurden die Gruppen gleich nach Ankunft an der Anlegestelle eingeteilt. In einer
Führung durch die Ausstellung zum Konstanzer Konzil, das hier von 1414 bis 1418 stattgefunden hatte, wurde klar, welche große Bedeutung Konstanz für die Geschichte Europas
hatte, wenngleich das Konzil meist nur in Verbindung mit der Verurteilung und Verbrennung des böhmischen Reformators Jan Hus in Verbindung gebracht wird. Ein Brückenschlag zum Vorjahr nach Regensburg stellte der Workshop zur Mode im Spätmittelalter
dar. Eine zweite Gruppe widmete sich der Heraldik und gestaltete eigene Wappenschilde.
Nach all diesen Informationen und Besichtigungen durfte ein wenig Entspannung nicht
fehlen, um das Gelernte zu verdauen. Der Bodensee war natürlich für alle das Highlight.
Wo hat man schon so eine meerähnliche Wasserfläche vor der Haustür! Und so war es
nicht überraschend, dass die Schülerinnen und Schüler relativ häufig Anträge stellten, ans
Seeufer zu dürfen. Auch gab es eine Stadtrallye in Friedrichshafen zur Orientierung. Etwas
ganz Besonderes war zudem ein Besuch im Zeppelin-Hangar, der nur selten für Besucher geöffnet wird. Beeindruckend, dieses riesige Luftschiff in seiner überdimensionalen
Garage ankern zu sehen!
Mit einer Party auf dem Schulgelände der SIS Friedrichshafen endete der Besuch. Am
nächsten Morgen blieb nicht mehr viel Zeit, denn die lange Fahrt zurück nach Regensburg
stand vor der Tür. Erschöpft und wohlbehalten kamen alle schließlich in Regensburg an
und blicken nun zurück auf eine ganz besondere Form des kooperativen, außerunterrichtlichen Lernens über Geschichte!
21
SIS Stuttgart-Fellbach
Eine Zeitreise nach Ägypten:
Von Mumien, Pharaonen und Pyramiden
Jessica Wiehl, Stufenleitung Kindergarten
Wussten Sie als Kindergartenkind, auf welchem Kontinent Ägypten liegt, wie lange der Nil
ist (6.852 km) oder wie die »dreieckigen« Bauwerke heißen? Die Kindergartenkinder der
SIS Stuttgart-Fellbach können diese Fragen im Schlaf beantworten!
Während unseres Projektes zum Thema »Ägypten« haben wir uns nicht nur mit den geographischen Fakten, sondern auch mit der Geschichte des Landes befasst und unser
Hauptaugenmerk auf Mumien, Pyramiden, Hieroglyphen und den Schmuck der Pharaonen gelegt. Nach einem gemeinsamen Teil, in dem den Kindern durch Bücher, Bilder und
Gespräche das theoretische Wissen zu Land, Menschen und Geschichte vermittelt wurde,
ging es in Projektgruppen in die Praxis. In der Kinderkonferenz stellten wir den Kindern die
zur Auswahl stehenden Bereiche vor: Bau einer Pyramide, Gestaltung eines PharaonenAmuletts, Erarbeitung eines Tanzes zu ägyptischer Musik, Schreiben von Hieroglyphen
und Verwandlung in eine Mumie.
Wir bauen eine Pyramide
Der Kinder des »Bautrupps« haben sich zunächst einmal mit Bildern und Querschnitten
der Cheopspyramide beschäftigt. Hierbei lernten sie, dass eine Pyramide nicht nur als
Grab diente, sondern auch Geheimgänge, Schatzkammern und vieles mehr beherbergte.
Der Bau der Pyramide war sehr mühsam und erforderte lange Vorbereitungen: Straßen
mussten gebaut und würfelförmige Kalksteinblöcke aus dem Fels geschlagen werden,
die per Schlitten und Schiff zur Baustelle gebracht wurden. Beim eigentlichen Bau der
Pyramide haben die ägyptischen Baumeister sehr genau gearbeitet: Die vier Seiten der
Pyramide zeigen exakt nach Süden, Westen, Norden und Osten und sind alle gleich lang
(230 Meter). Insgesamt ist die Pyramide so hoch wie ein 50-stöckiger Wolkenkratzer – 147
Meter!
Nun hieß es auch für uns auf zum Pyramidenbau. In der Bauecke haben die Kinder aus
Bauklötzen ihre eigenen Pyramiden gebaut. Die dreidimensionale und gleichmäßige Form
fiel den Kindern nicht immer leicht, die fünf- und sechsjährigen Kinder waren hier im Vorteil. Die Kinder versuchten auch, das Innere einer Pyramide mit Geheimgängen, Grabräumen und Schatzkammern nachzubauen – eine schwierige Aufgabe.
Die Kinder hatten viel Spaß beim Bauen der Pyramiden und es sind tolle Exemplare entstanden, die sehr gut mit der Cheopspyramide von Gizeh mithalten können. Die größte
Pyramide hatte eine Grundfläche von 50 x 50 cm und ging den Kindern bis zum Knie.
Pharonenschmuck selbst gestalten
Der Pharao war mehr als einfach nur ein König – für Menschen im alten Ägypten war
er Herrscher und Gott in einer Person. Wie alle Menschen war er sterblich und kannte
Ängste und Sorgen. Die Menschen aber betrachteten ihn als Sohn der Götter. In ihren
Augen wurde er durch die Thronbesteigung selbst zum Gott. Der Pharao herrschte über
ganz Ägypten, und alle Besitztümer des Landes gehörten ihm. Der Pharao war ebenfalls
Vorsitzender des so genannten Großen Rates, der ihn über die wichtigsten Ereignisse in
Ägypten auf dem Laufenden hielt.
22
Auf vielen Bildern haben die Kindergartenkinder die Amulette der Pharaonen betrachtet und im kreativen Teil nun selbst Pharaonenschmuck gestaltet. Der Schmuck wurde
aus Karton gebastelt. Die Kinder hatten besondere Glitzerstifte sowie allerlei Folien und
Glanzpapiere zum Verzieren. Die meisten Kinder haben auf ein regenbogenartiges Muster
zurückgegriffen, da dies dem Schmuck von Tutanchamun am meisten ähnelt.
Wir verwandeln uns in Mumien
Bevor wir uns in Mumien verwandeln konnten, wollten wir etwas mehr über diese scheinbar »untoten Wesen« erfahren. Die Mumifizierung ist ein langer Prozess und eine andere,
für uns ungewöhnliche Art der Bestattung. In die Gräber wurden auch Schätze und die
Lieblingsgegenstände der toten Pharaonen gelegt. Kinder kennen Mumien als eine Art
Spukgespenst aus Filmen und Zeichentrickserien und es hat großen Spaß gemacht, sich
und andere in Papier einzuwickeln und als Mumie zu ägyptischer Musik zu tanzen oder
herumzuspuken.
Schreiben wie die Pharaonen
Dass wir heute eine Menge über das Leben der Pharaonen wissen, verdanken wir vor
allem den Hieroglyphen – so werden die Schriftzeichen genannt, die im alten Ägypten verwendet wurden. Bis zu Beginn des 19. Jahrhunderts blieb die Bedeutung der Hieroglyphen
rätselhaft, denn die ägyptischen Schriftzeichen unterscheiden sich sehr stark von unserer
Schrift.
Heute haben Forscherinnen und Forscher ungefähr 600 Hieroglyphen entziffert. Hieroglyphen wurden in waagerechten oder senkrechten Reihen geschrieben. Anhand der
Richtung, in die die Hieroglyphen ausgerichtet waren, konnten die Leserinnen und Leser
erkennen, in welche Richtung gelesen werden musste: Blickte die Eule beispielsweise
nach links, wurden die Zeichen von links nach rechts gelesen.
Auch wir haben uns echte ägyptische Hieroglyphen angeschaut und uns überlegt, wie wir
unsere eigenen Schriftzeichen entwickeln können. Das Ziel war, unsere Namen in Hieroglyphen zu schreiben. Wir haben uns entschieden, die Schriftzeichen in Anlehnung an eine
Anlauttabelle zu gestalten, so dass beispielsweise der Buchstabe B wie ein Vogel (= bird
auf Englisch) aussieht oder der Buchstabe S wie eine Schlange (= snake auf Englisch). Mit
diesen Zeichen hat jedes Kind seinen Namen geschrieben.
Das geheimnisvolle Land am Nil interessierte unsere Kindergartenkinder sehr. Durch
Bücher und Gespräche erhielten die Kinder Hintergrundwissen, in den verschiedenen Projekten tauchten sie tief in das Leben und die Geschichte Ägyptens ein.
23
www.swissinternationalschool.de
SIS Stuttgart-Fellbach
SIS Kassel
SIS Swiss International School
Schmidener Weg 7/1
D-70736 Fellbach
Phone +49 711 469 194 10
Fax +49 711 469 194 30
SIS Swiss International School
Johanna-Waescher-Straße 15
D-34131 Kassel
Phone +49 561 316 68 30
Fax +49 561 316 68 329
[email protected]
[email protected]
SIS Friedrichshafen
SIS Regensburg
SIS Swiss International School
Katharinenstraße 55
D-88045 Friedrichshafen
Phone +49 7541 700 57 60
Fax +49 7541 700 57 62
SIS Swiss International School
Erzbischof-Buchberger-Allee 23
D-93051 Regensburg
Phone +49 941 992 593 00
Fax +49 941 992 593 029
[email protected]
[email protected]
Neue Adresse ab Schuljahr 2015/16:
Fallenbrunnen 1
D-88045 Friedrichshafen
SIS Ingolstadt
SIS Swiss International School
Stinnesstraße 1
D-85057 Ingolstadt
Phone +49 841 981 44 60
Fax +49 841 981 446 19
[email protected]
SIS Kassel
SIS Regensburg
SIS Stuttgart-Fellbach
SIS Friedrichshafen
SIS Ingolstadt